Lerner / Busch-Rossnagel Individuals as Producers of Their Development

A Life-Span Perspective
1. Auflage 2013
ISBN: 978-1-4832-6610-7
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 522 Seiten, Web PDF

Individuals as Producers of Their Development: A Life-Span Perspective provides an assessment of the usefulness of viewing the individual as an active contributor to his or her development. It extends the breadth of organism-environment reciprocities beyond those involved with the child and family. On the one hand, this extension involves a consideration of the role of evolutionary biological processes; on the other, it pertains to the broader ecology of human development-the social network lying outside the family, and the physical environmental contexts of development. Person-context reciprocities linked to variables that may play their greatest role in the extrafamilial context are also considered. Variables such as physical attractiveness, race, and physical handicap are examples of those discussed in this regard. Finally, because of the greater scope of the analysis, a potentially greater data base is examined in a search for documentation of the presence and role of dynamic person-context interactions.

Autoren/Hrsg.

Lerner, Richard M

Busch-Rossnagel, Nancy A.

Inhaltsverzeichnis

1;Front Cover;1
2;Individuals as Producers of their Development: A Life-Span Perspective;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;List of Contributors;14
7;Foreword;16
8;Preface;20
9;Acknowledgments;24
10;Chapter 1. Individuals as Producers of Their Development: Conceptual and Empirical Bases;26
10.1;Introduction: Conceptual Trends in the Study of Human Development in the 1970s;26
10.2;Assumptions of a Contextual-Dialectic Paradigm;33
10.3;Bases of the Social Nature of Human Development;35
10.4;Bases of Plasticity in Human Development;41
10.5;Conclusions and Future Directions;50
10.6;References;56
11;Chapter 2. Evolutionary Aspects of the Activity of the Organism and Its Development;62
11.1;Why Discuss Development in an Evolutionary Context?;62
11.2;How Does the "Integrationist" Approach Differ from Other Approaches to Development?;76
11.3;How Does the Levels Concept Apply to the Analysis of the Integration of Organism and Environment?;79
11.4;Levels of Activity in Organism-Environment Integration as Developmental Processes;84
11.5;Recapitulation;89
11.6;References;90
12;Chapter 3. Figure, Ground, and Gestalt: The Cultural Context of the Active Individual;94
12.1;Figure;96
12.2;Ground;100
12.3;Gestalt;102
12.4;Conclusion;110
12.5;References;110
13;Chapter 4. Infants as Producers of Their Own Development: An Ecological Analysis;112
13.1;Introduction;112
13.2;The Microsystem of Infancy: The Family System;115
13.3;The Wider Ecology of Human Development;123
13.4;Conclusion;135
13.5;References;136
14;Chapter 5. Individuals' Contributions to Their Own Development during Childhood: A Piagetian Perspective;142
14.1;Why Piaget?;143
14.2;Piagetian Theory: Structure and Developmental Process;146
14.3;Empirical Illustrations;157
14.4;Conclusions;172
14.5;References;173
15;Chapter 6. Adolescents and Young Adults as Producers of Their Development;180
15.1;Limits and Clarifications;180
15.2;Conceptual Perspectives;182
15.3;Implications for Conceptualizing Adolescence and Young Adulthood;187
15.4;Universality of the Adolescent Rebellion;192
15.5;Developmental Reciprocities during Adolescence and Young Adulthood;193
15.6;Summary Ideas;204
15.7;References;205
16;Chapter 7. Making It: The Dialectics of Middle Age;208
16.1;Introduction: Middle Age and the Dialectics of Control;208
16.2;Intergenerational Relations: The Developing Self and Developing Others;210
16.3;Growing Up in Middle Age: The Reflective Self and the Developing Individual;214
16.4;Synchrony of Control: The Empty Nest;217
16.5;Conclusion: The Dialectics of Middle Age;220
16.6;References;220
17;Chapter 8. Proactive and Reactive Aspects of Constructivism: Growth and Aging in Life-Span Perspective;222
17.1;Theoretical Issues;225
17.2;Aging and Growth: Empirical Issues;238
17.3;Concluding Note;250
17.4;References;251
18;Chapter 9. The Role of Temperament in the Contributions of Individuals to Their Development;256
18.1;Introduction;256
18.2;Temperament and the Active Role of the Individual;257
18.3;The New York Longitudinal Study;259
18.4;Origins and Continuity over Time;262
18.5;Measurement of Temperament;264
18.6;Functional Significance of Temperament;266
18.7;Temperament and Behavior Disorders;268
18.8;Temperament as a Contributor to Individuals' Production of Their Development;272
18.9;Conclusions;278
18.10;References;279
19;Chapter 10. The Physical Environment: Stimulation or Evocation;282
19.1;Introduction: Sensation, Arousal, and Knowledge;282
19.2;Environment as Stimulation;283
19.3;Play: A Genetic Category in Need of an Exemplar;285
19.4;Pretend Play: Environment as Evocation;287
19.5;The Development of Pretense;288
19.6;Components of Pretense;289
19.7;The Environment for Play;293
19.8;From Stimulation to Evocation;298
19.9;References;302
20;Chapter 11. Where Is the .andicap in Disability?: The Contextual Impact of Physical Disability;306
20.1;Definition of Physical Disability;307
20.2;An Application of the Contextual Model;307
20.3;Physical Disability at Birth and during Infancy;311
20.4;The Influence of Disability during Childhood;316
20.5;The School Experience of Physically Disabled Children;322
20.6;Physical Disability during Adolescence;328
20.7;Conclusions;331
20.8;References;332
21;Chapter 12. Life-Span Sex Roles: Development, Continuity, and Change;338
21.1;Introduction;338
21.2;Defining Sex, Gender, Sex Roles, and Sex Typing;339
21.3;Problems in Gender and Sex-Role Research;343
21.4;Alternatives Models of Life-Span Sex-Role Development;352
21.5;Acquisition, Continuity, and Change in Life-Span Sex Roles;358
21.6;Implications for Individual Change;364
21.7;Summary and Conclusions;365
21.8;References;366
22;Chapter 13. A Body-Behavior Conceptualization of a Somatopsychological Problem: Race;374
22.1;Introduction;374
22.2;Study of the Body-Behavior Relationship;381
22.3;Issues Surrounding the Body-Behavior Relationship;382
22.4;The Development of Somatopsychological Body-Behavior Problems;384
22.5;A Sample Case: Race;385
22.6;Intervention;394
22.7;Summary and Conclusions;405
22.8;References;406
23;Chapter 14. The Role of Physical Attractiveness as a Contributor to Individual Development;414
23.1;Introduction;414
23.2;A Dynamic Interaction Model of Development;415
23.3;Dimensions for Empirical Investigations of Physical Appearance;419
23.4;Physical Appearance Revisited: Directions for Research;426
23.5;Appearance-Related Social Interactions;445
23.6;Interrelations between and among the Roles of Physical Appearance;460
23.7;Summary;461
23.8;References;462
24;Chapter 15. Political Values, Conceptual Models, and Research;472
24.1;Determinants of Individual Development: Where Have We Been?;472
24.2;Where Are We Now? The Active Role of the Individual in Development;477
24.3;Alternatives to the Input-Output Model;481
24.4;Where Are We Going?;485
24.5;Conclusion: Taking the Next Steps;493
24.6;References;495
25;Author Index;500
26;Subject Index;518